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Introduction

In recent years, there has been a growing interest in student-generated assessments as a means to enhance motivation and learning outcomes in educational settings. Student-generated assessments involve students in the design and creation of assessment tasks, allowing them to take ownership of their learning process. This approach is believed to not only improve motivation and engagement but also promote deeper understanding of the subject matter.

This thesis aims to explore the impact of student-generated assessments on motivation and learning. By examining how students perceive and engage with these assessments, as well as their effects on learning outcomes, this study seeks to provide valuable insights into the potential benefits and challenges of implementing student-generated assessments in educational contexts.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of student-generated assessments
2.2 Theoretical frameworks on motivation and learning
2.3 Benefits of student-generated assessments
2.4 Challenges of student-generated assessments
2.5 Student perceptions of student-generated assessments
2.6 Impact of student-generated assessments on learning outcomes
2.7 Comparison with teacher-generated assessments
2.8 Factors influencing motivation in assessment
2.9 Role of feedback in student-generated assessments
2.10 Current trends and research gaps in student-generated assessments

Chapter 3: Research Methodology
3.1 Research design
3.2 Sampling and participants
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Researcher bias
3.7 Validity and reliability of research
3.8 Limitations of the research methodology

Chapter 4: Discussion of Findings
4.1 Student perceptions of student-generated assessments
4.2 Impact on motivation and engagement
4.3 Learning outcomes and academic performance
4.4 Comparison with teacher-generated assessments
4.5 Feedback and improvement in student-generated assessments
4.6 Challenges and barriers to implementation
4.7 Recommendations for future practice
4.8 Implications for educational policy and practice

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for theory and practice
5.3 Contributions to existing literature
5.4 Limitations of the study
5.5 Suggestions for future research
5.6 Conclusion

Thesis Overview:

The impact of student-generated assessments on motivation and learning is a topic of growing interest in the field of education. This thesis aims to investigate the effects of student involvement in the assessment process on their motivation, engagement, and learning outcomes. By reviewing existing literature, conducting empirical research, and analyzing the findings, this study seeks to provide insights into the potential benefits and challenges of implementing student-generated assessments in educational settings.

Chapter 1 provides an introduction to the research topic, outlining the background, problem statement, objectives, limitations, scope, significance, and structure of the thesis. Chapter 2 presents a comprehensive review of the literature on student-generated assessments, motivation, learning outcomes, feedback, and current trends. Chapter 3 details the research methodology, including design, sampling, data collection, analysis, ethical considerations, and limitations.

Chapter 4 discusses the findings from the empirical research, including student perceptions of student-generated assessments, impact on motivation and learning outcomes, comparison with teacher-generated assessments, feedback mechanisms, challenges, and recommendations for practice. Chapter 5 summarizes the key findings, implications for theory and practice, contributions to the literature, limitations, suggestions for future research, and the conclusion of the study.

Overall, this thesis aims to contribute to the growing body of knowledge on student-generated assessments and their potential impact on motivation and learning in educational contexts.

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